Teaching Note—Enhancing Social Work Education in Mental Health, Addictions, and Suicide Risk Assessment

References

• Almeida, J., O’Brien, K. H., Gironda, C. M., & Gross, E. B. (2017). Development, implementation, and evaluation of a comprehensive course on suicide in a Master’s of Social Work program. Journal of Social Work Education, 53(4), 727–736.
   Web of Science ®Google Scholar
• Begun, A. L., & Clapp, J. D. (2016). Reducing and preventing alcohol misuse and its consequences: A Grand Challenge for social work. The International Journal of Alcohol and Drug Research, 5(2), 73–83.
   Web of Science ®Google Scholar
• Bina, R., Harnek Hall, D. M., Mollette, A., Smith-Osborne, A., Yum, J., Sowbel, L., & Jani, J. (2008). Substance abuse training and perceived knowledge: Predictors of perceived preparedness to work in substance abuse. Journal of Social Work Education, 44(3), 7–20.
   Web of Science ®Google Scholar
• Bogo, M. (2015). Field education for clinical social work practice: Best practices and contemporary challenges. Clinical Social Work Journal, 43(3), 317–324.
   Web of Science ®Google Scholar
• Bogo, M., Katz, E., Regehr, C., Logie, C., Mylopoulos, M., & Tufford, L. (2013). Toward understanding meta-competence: An analysis of students’ reflection on their simulated interviews. Social Work Education, 32(2), 259–273. doi:10.1080/02615479.2012.738662
   Google Scholar
• Bogo, M., Rawlings, M., Katz, E., & Logie, C. (2014). Using simulation in assessment and teaching: OSCE adapted for social work (objective structured clinical examination). Alexandria, VI: CSWE.
   Google Scholar
• Bogo, M., Regehr, C., Katz, E., Logie, C., Tufford, L., & Litvack, A. (2012). Evaluating an Objective Structured Clinical Examination (OSCE) adapted for social work. Research on Social Work Practice, 22(4), 428–436.
   Web of Science ®Google Scholar
• Bogo, M., Regehr, C., Logie, C., Katz, E., Mylopoulos, M., & Regehr, G. (2011). Adapting Objective Structured Clinical Examinations to assess social work students’ performance and reflections. Journal of Social Work Education, 47(1), 5–18.
   Web of Science ®Google Scholar
• Center for Behavioral Health Statistics and Quality. (2015). Behavioral health trends in the United States: Results from the 2014 national survey on drug use and health (HHS Publication No. SMA 15–4927, NSDUH Series H-50). Retrieved from http://www.samhsa.gov/data/
   Google Scholar
• Centre for Addiction and Mental Health. (n.d.). About CAMH. Inspiring change. Retrieved from http://www.camh.ca/en/driving-change/about-camh
   Google Scholar
• Cesare, P., & King, R. (2015). Social workers’ beliefs about the interventions for schizophrenia and depression: A comparison with the public and other health professionals—an Australian analysis. The British Journal of Social Work, 45(6), 1750–1770.
   Web of Science ®Google Scholar
• Council on Social Work Education. (2015). Educational policy and accreditation standards. (EPAS). Alexandria, VA: Author.
   Google Scholar
• DiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical Education, 40(4), 314–321.
   PubMed Web of Science ®Google Scholar
• Eack, S. M., Newhill, C. E., & Watson, A. C. (2012). Effects of severe mental illness education on MSW student attitudes about schizophrenia. Journal of Social Work Education, 48(3), 425–438.
   PubMed Web of Science ®Google Scholar
• Estreet, A., Archibald, P., Tirmazi, M. T., Goodman, S., & Cudjoe, T. (2017). Exploring social work student education: The effect of a harm reduction curriculum on student knowledge and attitudes regarding opioid use disorders. Substance Abuse, 38(4), 369–375.
   PubMed Web of Science ®Google Scholar
• Feldman, B. N., & Freedenthal, S. (2006). Social work education in suicide intervention and prevention: An unmet need? Suicide and Life-Threatening Behavior, 36(4), 467–480.
   PubMed Web of Science ®Google Scholar
• Gellis, Z. D., & Kim, E. G. (2017). Training social work students to recognize later-life depression: Is standardized patient simulation effective? Gerontology & Geriatrics Education, 38(4), 425–437.
   PubMed Web of Science ®Google Scholar
• Graves, G., Csiernik, R., Foy, J., & Cesar, J. (2009). An examination of Canadian social work program curriculum and the addiction core competencies. Journal of Social Work Practice in the Addictions, 9(4), 400–413.
   Google Scholar
• Kourgiantakis, T., Bogo, M., & Sewell, K. (2019a). Practice Fridays: Using simulation to develop holistic competence. Journal of Social Work Education, 55(3), 551–564. doi.10.1080/10437797.2018.1548989.
   Web of Science ®Google Scholar
• Kourgiantakis, T., Sewell, K., & Bogo, M. (2019b). The importance of feedback in preparing students for field education. Clinical Social Work Journal. 47(1), 124–133, doi: 124-133.doi.10.1007/s10615-018-0671-8
   Web of Science ®Google Scholar
• Lee, E., Tsang, A. K. T., Bogo, M., Johnstone, M., Herschman, J., & Ryan, M. (2019). Honoring the voice of the client in clinical social work practice: Negotiating with epistemic injustice. Social Work, 64(1), 29–40. doi.10.1093/sw/swy050
   Google Scholar
• Marlatt, G. A., Larimer, M. E., & Witkiewitz, K. (Eds.). (2011). Harm reduction: Pragmatic strategies for managing high-risk behaviors. New York, NY: Guilford Press.
   Google Scholar
• McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulation‐based medical education research: 2003–2009. Medical Education, 44(1), 50–63.
   PubMed Web of Science ®Google Scholar
• Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change (applications of motivational interviewing) (3 rd ed.). New York, NY: The Guilford Press.
   Google Scholar
• National Association of Social Workers (2005). NASW standards for clinical social work in social work practice. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=YOg4qdefLBE%3d&portalid=0
   Google Scholar
• Osborne, V. A, Benner, K, Sprague, D. J, & Cleveland, I. N. (2016). Simulating real life: enhancing social work education on alcohol screening and brief intervention. Journal of Social Work Education, 52(3), 337–346. doi: 10.1080/10437797.2016.1174629
   Web of Science ®Google Scholar
• Osborne, V. A., Benner, K., Sprague, D. J., & Cleveland, I. N. (2016). Simulating real life: Enhancing social work education on alcohol screening and brief intervention. Journal of Social Work Education, 52(3), 337–346.
   Web of Science ®Google Scholar
• Rapp, C. A., & Goscha, R. J. (2011). The strengths model: A recovery-oriented approach to mental health services. New York, NY: Oxford University Press.
   Google Scholar
• Reupert, A. (2017). A socio-ecological framework for mental health and well-being. Advances in Mental Health, 15(2), 105–107.
   Web of Science ®Google Scholar
• Russett, J. L., & Williams, A. (2015). An exploration of substance abuse course offerings for students in counseling and social work programs. Substance Abuse, 36(1), 51–58.
   PubMed Web of Science ®Google Scholar
• Sacco, P., Ting, L., Crouch, T. B., Emery, L., Moreland, M., Bright, C., … DiClemente, C. (2017). SBIRT training in social work education: Evaluating change using standardized patient simulation. Journal of Social Work Practice in the Addictions, 17(1–2), 150–168.
   Web of Science ®Google Scholar
• Senreich, E., & Straussner, S. L. A. (2013). The effect of MSW education on students’ knowledge and attitudes regarding substance abusing clients. Journal of Social Work Education, 49(2), 321–336.
   Web of Science ®Google Scholar
• Sharpe, T. L., Jacobson Frey, J., Osteen, P. J., & Bernes, S. (2014). Perspectives and appropriateness of suicide prevention gatekeeper training for MSW students. Social Work in Mental Health, 12(2), 117–131.
   Google Scholar
• Sittner, B. J., Aebersold, M. L., Paige, J. B., Graham, L. L., Schram, A. P., Decker, S. I., & Lioce, L. (2015). INACSL standards of best practice for simulation: Past, present, and future. Nursing Education Perspectives, 36(5), 294–298.
   PubMed Web of Science ®Google Scholar
• Substance Abuse and Mental Health Services Administration. (2018). Trauma-informed approaches and trauma specific interventions. Retrieved from https://www.samhsa.gov/nctic/trauma-interventions
   Google Scholar
• Whitaker, T., Weismiller, T., & Clark, E. (2006). Assuring the sufficiency of a frontline workforce: A national study of licensed social workers. Executive summary. Washington, DC: National Association of Social Workers.
   Google Scholar
• Whiteford, H. A., Ferrari, A. J., Degenhardt, L., Feigin, V., & Vos, T. (2015). The global burden of mental, neurological and substance use disorders: An analysis from the Global Burden of Disease Study 2010. PloS One, 10(2), e0116820.
   PubMed Web of Science ®Google Scholar
• WHO. (2015). Health in 2015: From MDGs to SDGs.
   Google Scholar
• WHO. (n.d.). Mental health workforce of the United States in 2014 (rate per 100,000 population). In Statista - The Statistics Portal. Retrieved from https://www.statista.com/topics/799/health/
   Google Scholar
• Wilkey, C., Lundgren, L., & Amodeo, M. (2013). Addiction training in social work schools: A nationwide analysis. Journal of Social Work Practice in the Addictions, 13(2), 192–210.
   Google Scholar